22 july 2022. 13:00h. Online session. Language: Spanish.
Enhancing comprehension through technology: the role of teaching strategies
Marian Serrano-Mendizábal1, Ruth Villalón2, M. Ángeles Melero2 y Belén Izquierdo2
1Universitat de València
2Universidad de Cantabria
Reading comprehension is a skill that is as complex as it is relevant for our students. Constructing a mental representation of the situation presented by the text frequently requires the implementation of strategic processes, together with a certain level of effort and commitment, which is why many students show difficulties in achieving a deep comprehension of a text. The study we present compares the effectiveness of two computerized interventions to improve reading comprehension, one based on the teaching of strategies (TuinLECweb) and the other on the practice of answering questions with corrective feedback (AutoLEC). In addition, we analyzed students' use of the components and resources of both interventions and their relationship with reading comprehension performance after the intervention.
Bio
Marian Serrano-Mendizábal is professor in the Department of Developmental and Educational Psychology at the University of Valencia. She completed her PhD in Psychology at the Universitat de València and furthered her training with a Master's Degree in Reading and Comprehension. Before working at the university, she was a counselor in an educational center and a counseling technician in the unit for people with disabilities at the University of Valencia. Her research focuses on the educational field, where she has worked on the design and validation of educational technology to improve the reading competence of primary school students and on the study of the cognitive processes involved in learning and reading competence. She has participated in several national research projects funded by the Plan Nacional I+D+I and in several Erasmus+ projects and has published several articles in prestigious journals. She has also contributed to national and international conferences and has carried out research stays in the Netherlands and the United States.
Ruth Villalón is professor in the Department of Education at the University of Cantabria. Dr. in Psychology from the Universidad Autónoma de Madrid. She also has a master's degree in Education and New Technologies and the Pedagogical Aptitude Course. Her professional career has always been linked to the world of education, both from an academic and a practical perspective. Thus, before working at the university she was a guidance counselor and teacher. As a researcher, she has participated in several national research projects funded by the National Plan I+D+I and has published several articles in prestigious journals. She has also contributed to national and international conferences and has carried out research stays in Finland, Holland and Italy. Her main research interests are reading and writing as learning tools and the conceptions and practices of teaching in formal settings.
M. Ángeles Melero is Professor in the area of Developmental and Educational Psychology and in the studies of Teaching Degree and Master's Degree of the Department of Education at the University of Cantabria. Her doctoral thesis dealt with the cognitive and motivational processes of argumentative writing. Her current line of research focuses on the study of the motivational processes that support reading (specifically, attitudes towards reading) and, within the cognitive field, on the skills of selection and integration of information with multiple texts. Within the field of innovation, she participates in a project of a public school in Cantabria aimed at sequencing the reading and writing processes from kindergarten to 6th grade of Primary Education.
Belén Izquierdo Magaldi is professor in the Department of Education at the University of Cantabria, where she develops her teaching and research activity within the Area of Developmental Psychology and Education. The teaching activity corresponds to different degrees (Diploma, Degree, Postgraduate, Master and Senior). The doctoral thesis defended in 2012 focused on guided and situated processes of written composition in the classroom. In relation to current research projects linked to reading and writing in which she has participated, the study of the motivational processes involved in reading (specifically, attitudes towards reading) and, within the cognitive field, in the skills of selection and integration of information with multiple texts stands out. Regarding innovation and knowledge transfer, it is worth mentioning the recent collaboration in training and counseling in a public school in Cantabria, within a project aimed at sequencing the reading and writing processes from kindergarten to primary school.
